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Aims of The Department

  1. To help pupils to understand, appreciate and enjoy mathematics.

  2. To provide pupils with mathematical skills, concepts and the language necessary to equip them to meet the demands of a complex society

  3. To help pupils to apply their concepts, skills and language across the curriculum

  4. To cultivate a logical approach to decision making and problem solving.

  5. To provide each pupil with some formal recognition of his/her time studying Maths in Holy Cross College.

  6. To provide an atmosphere conducive to good social integration.

Description of The Curriculum

In addition to developing mathematical skills studying maths also improves …

  • Analytical Skills – clear thinking, attention to detail, ability to follow complex reasoning, ability to understand and construct logical arguments.

  • Communication skills – ability to answer questions clearly and to communicate an argument precisely and logically, both orally and in written form.

  • Investigative Skills – knowing where and how to find information.

  • Learning Skills – ability to understand difficult concepts and apply them to a problem.

  • Problem Solving Skills – being able to present a solution clearly, take a flexible approach, tackle a problem with confidence and appreciate when to seek help.

  • Self management – thorough approaches to work, time management, ability to work independently, determination.

  • Team Work – students often work together to solve problems.



A Dolan

Subject Teachers

K Herron - subject support

A McAlary

K Houston

C Hyland

J Doherty

M Kelly

T McBrearty

N Hamilton

Mark McCrea

S Furey

C Daly

P Stewart

A Gormley

M Campbell

G Sayers

Key Stage 3

The aim of Mathematics at KS3 is to provide pupils with the opportunities to develop:

  • knowledge and understanding of:

    • Number

    • Algebra

    • Shape, Space and Measures

    • Handling Data;


  • knowledge and understanding of personal finance issues; and skills to enable competent and responsible financial decision making;

  • the application of mathematical skills to real life and work situations;

  • the creative use of technology to enhance mathematical understanding;

by demonstrating:

  • creative thinking in their approach to solving mathematical problems;

  • increasing competence in mental mathematics skills;

  • increasing competence in pencil and paper methods;

  • increasing confidence in the use of mathematical language and notation; practical skills using technology.

Key Stage 4

Pupils are entered for the two year CCEA GCSE Modular course.

The top students entering Year 11 are given the opportunity to complete their GCSE in one year followed by the CCEA GCSE Further Mathematics course in Year 12.



This course encourages students to develop fluent knowledge, skills and understanding in applying mathematical methods and concepts. It enables students to reason mathematically, draw conclusions and make deductions and inferences.

Students learn how to comprehend, interpret and communicate mathematical information in a variety of appropriate forms.

The specification has two tiers: Foundation and Higher. Each tier offers students a choice of units suited to a range of abilities, allowing them to demonstrate achievement. The assessment model enables students to monitor their progress and offers opportunities to improve their results.

Students also have the opportunity to achieve a recognition of achievement in Functional Mathematics.

At GCSE pupils must do one module from M1-M4 plus one module from M5-M8.


GCSE Foundation Tier


GCSE Higher Tier

GCSE Further Maths


This course encourages students to extend their mathematical skills, knowledge and understanding. It gives them opportunities to select and apply mathematical techniques and methods to everyday situations. It challenges and stretches students to broaden their mathematical knowledge to a more advanced level.

Students design mathematical models that allow them to use problem-solving strategies and apply a broad range of mathematics to different situations.

This qualification targets students who require knowledge of mathematics beyond GCSE Mathematics. It broadens the experience of students who are capable of working beyond the limits of GCSE Mathematics (Higher Tier) and those who want to progress to AS/A level courses.


Unit 1

Pure Maths


Summer Year 12

Unit 2



Summer Year 12

Unit 3



Summer Year 12

Key Stage 5


Mathematics at A-Level consists of the study of Pure Mathematics with Applied Mathematics (Mechanics and Statistics).  It differs considerably from many other subjects in that only some of what was studied for GCSE is continued through to A-Level.


Pure Mathematics consists of the study of Algebra, Trigonometry, Calculus and Co-ordinate Geometry.


Mechanics deals with velocity, acceleration and forces and how they affect the motion of particles and bodies and also considers things like circular motion, projectile motion, centres of gravity and equilibrium.


Statistics deals with probability distributions, (normal, binomial, bivariate etc), sampling, hypothesis testing and chance. 

Pupils complete CCEA AS and A2 exams

AS Modules

AS1 and AS2


Summer Year 13

A2 Modules

A21 and A22


Summer Year 14



Mathematics A level students and graduates are in high demand by employers. A qualification in maths will make your students stand out from a crowd. Employers recognise the importance of maths qualifications and reward accordingly!

Those with maths A level earn on average around 10% more than those without.

The average graduate starting salary is £17 715. However, the average starting salary for a maths graduate is £19 342.

A person with a maths degree can expect to earn £220 000 more over their lifetime than a person whose education ceased at A level.

Don’t forget many courses or jobs specify GCSE Grade C in maths as a minimum entry requirement.

  • Finance and Banking

Accountant, Auditor, Credit manager, Investment banker, Stock broker

  • The Natural and Life Sciences

Bioinformatician, Climatologist, Geophysicist, Meteorologist, Oceanographer, Uncertainty analyst, Pharmacologist, Geneticist

  • Art, Design and Music

Multimedia specialist, Computer game designer, Musician, Designer

  • Business Consultancy and Operational Research

Data analyst, Business development manager, Operational researcher, Actuary, Management consultant

  • Engineering

Aerospace engineer, Civil engineer, Design engineer, Medical engineer, Sports engineer, Mechanical engineer, Electrical engineer, Marine engineer, Structural engineer, Technical brewer, Physicist, Naval engineer, Building technician

  • Actuary and Insurance

Actuary, Risk manager, Loss adjuster, Insurance broker, Insurance claims settler, Pensions manager

  • IT and Computers

IT product developer, Technical support technician, Computer games tester, Forensic computer analyst, Software developer, Web designer

  • Medicine and Health

Medical statistician, Medical laboratory assistant, Medical physicist 


  • Education

Maths teacher, Primary school teacher, Numeracy co-ordinator, Special needs teacher, Deputy head teacher, Head teacher, Research mathematician


  • Other Sectors

Defence and the Military, Space and Astronomy, Science Communication and the Media, Sport

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